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The Fountas & Pinnell Leveled Literacy Intervention System(LLI) is a short-term, supplementary intervention system proven to improve literacy achievement of struggling readers in grades K through 12 with engaging leveled books and fast-paced systematically designed lessons.
The LLI systems are designed to be used with small groups of students who need intensive support to achieve grade level competencies in grades K through 12. It also provides strong support for students who are acquiring English as an additional language and are receiving classroom reading instruction in English. You may also decide to include students who are identified as having special needs if the content of LLI meets the educational program specifications for the student.
The LLI books have been written specifically for the intervention system. Written by children's authors and illustrated by high-quality artists, they are designed to provide engaging, age-appropriate material while at the same time offering increasingly sophisticated learning opportunities so that students can build a reading process over time.
Each level within LLI provides:
- A combination of reading, writing, and phonics/word study
- Emphasis on teaching for comprehending strategies
- Explicit attention to genre and to the features of fiction and nonfiction texts
- Special attention to the disciplinary reading, literature inquiry, and writing about reading
- Specific work on sounds, letters, and words in activities designed to help students notice the details of written language and learn how words "work"
- Close reading opportunities
- Help for students in expanding their vocabularies
- Explicit teaching for fluent and phrased reading
- Opportunities to write about reading to learn a variety of writing strategies
- Built-in level-by-level descriptions and competencies from The Fountas & Pinnell Literacy Continuum, PreK–8to monitor student progress and guide teaching
- Communication tools for informing parents about what children are learning and how they can support them at home
- Online resources for assessment, record keeping, lesson instruction, and home-to-school connections.
(fountasandpinnell.com)
RESEARCH TO SUPPORT A LEVELED READING INSTRUCTION
RESEARCH TO SUPPORT A LEVELED READING INSTRUCTION
Struggling readers need a great deal of high-success reading. These experiences make it possible for them to teach themselves by using strategic actions effectively.
Struggling readers need a great deal of high-success reading. These experiences make it possible for them to teach themselves by using strategic actions effectively.
| Allington, 2009; Share & Stanovich, 1995 |
Students who have high motivation to read and well-developed reading interests gain reading comprehension much faster than do less motivated readers.
Students who have high motivation to read and well-developed reading interests gain reading comprehension much faster than do less motivated readers.
| Guthrie, Wigfield, Metslaa, Cox, 1999 |
Reading a variety of genres helps students understand text structure and other patterns in ways that increase comprehension.
Reading a variety of genres helps students understand text structure and other patterns in ways that increase comprehension.
| Donovan & Smolkin, 2002; Newkirk, 1989 |
Self-regulated individuals have control over their own learning and are more likely to be able to direct their attention and transfer learning to the solving of new problems.
Self-regulated individuals have control over their own learning and are more likely to be able to direct their attention and transfer learning to the solving of new problems.
| (Dorn & Soffos, 2001 |
One of the most important reasons that both children and adults read is for pleasure.
One of the most important reasons that both children and adults read is for pleasure.
| Guthrie & Wigfield, 2000 |
"Becoming an expert in almost anything requires literally years of work. People will do this only if they have some initial success, enjoy the work, and are supported by the social climate.”
"Becoming an expert in almost anything requires literally years of work. People will do this only if they have some initial success, enjoy the work, and are supported by the social climate.”
| Ericsson, Charness, Feltovich, Hoffman, 2006 |
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